| Expand | ||
|---|---|---|
| ||
|
Core Practicum Objectives and Learning Outcomes
Seattle Pacific Seminary features within its MDiv and MA curriculum a required practicum to be taken, when possible, in the first year of enrollment. This course is listed in the catalogue thusly:
THEO 6930 Graduate Core Practicum (1-2 cr.):
This course (“GCP”) is an integral part of the graduate core curriculum and is distinct from, but still closely related to the three triads of “academic” core courses (i.e., Bible I, II, III; Global Christian Heritage I, II, III; and Theology/Ethics I, II, III). Under normal circumstances, each student will take two credits of GCP in each of the three quarters of his/her first academic year, for a total of six credits. GCP is intended to help students make connections between the “academic” work they are doing in their core courses and the “abbey” and “apostolate” dimensions of their theological formation. Each student will work out an individualized learning contract with the designated Practicum Coordinator that will address vital areas of character, spiritual formation and missional competence. Ordinarily, this contract will require the student to design and execute a project that will integrate what he or she is learning in the “academic” core courses his/her personal spiritual growth and professional development as a minister of the gospel.
The practicum is, in short, the primary integrative curricular component in the initial year of the SOT graduate programs. The practicum is meant to integrate content learned in the classroom (the “academy” component of the program), vocational development (the “apostolate” component) and spiritual formation (the “abbey” component). Understood in classical terms, the practicum is meant to wed the student’s efforts toward orthodoxy, orthopraxy, and orthopathy, sometimes abbreviated as the realms of “head,” “hands,” and “heart.” The necessity of all three might be illustrated by noting what happens when they are separated:
- Orthodoxy without orthopraxy is dead “faith without works.”
- Orthodoxy without orthopathy is religious formalism.
- Orthopraxy without orthodoxy is directionless pragmatism.
- Orthopraxy without orthopathy is Pharisaic legalism.
- Orthopathy without orthodoxy is shallow emotionalism.
- Orthopathy without orthopraxy is empty sentimentalism.
Without integration, students will lack the education, training and formation (each of which ought to be implicitly included in the other two) needed as they prepare for the vocation of ministry, whatever that ministry might be – in the church, in higher education or public service, in the business world or in the arts, in a para-church or non-profit organization, as a chaplain or teacher, etc. The academy, apostolate and abbey are all needed to help develop within the student a vibrant and grounded faith that risks changing the world for the Kingdom of God.
Objectives and Outcomes
These objectives and outcomes are meant to help SPU School of Theology administration and faculty understand how practica function within the overall graduate curriculum.
Objective #1: Integration through Interpersonal Interaction
Integration of academy, apostolate and abbey
- The student will practice integration of academic subject matter, practical ministry and spiritual formation through one-on-one and group interactions.
- In these interactions, the student will practice answering the question: How does each of these three realms of study affect the others?
Outcomes
- Through weekly reflections, the student will discuss and discover connections among his or her education, training and formation.
Objective #2: Integration through Application
Integration of theory and practice
- The student will practice applying the subject matter learned in the particular classes taken toward ministerial vocation, spiritual formation and/or Christian life.
- In this application, the student will practice asking the question: How does academic content inform the practice of ministry, the formation of spirituality and the living out of faith?
Outcomes
- Through the production of a final project under the direction of the practicum coordinator, the student will demonstrate an application of academic subject matter for the practice of ministry, spiritual formation and/or Christian life.
- A project proposal will be presented to the practicum coordinator for approval, at which time the coordinator will help refine the parameters of the project.
- The project may use any medium, but it must be accompanied by written explanation that details how the subject matter from the quarter’s core classes informed the production of the project. In short, the student must show how the project applies class material to the practice of ministry, spiritual formation and/or Christian life.
Objective #3: Integration through Vocational Discernment
Integration of education and identity; integration of individual and community
- In light of his or her education and formation, the student will practice reflecting upon the role of vocation and Christian community in the development of Christian identity.
- In this discernment, the student will practice asking the questions: What particular shape is my vocation taking? How is this related to the church? How am I being prepared to carry out my calling to bring about the fullness of the Kingdom of God? How might my vocation participate in the mission of Jesus Christ in acts of faith, love, hope, service, justice and mercy?
Outcomes
...
| Expand | ||
|---|---|---|
| ||
|
Policy for THEO 6980 Cross-Cultural Immersion Experience
...
- If permission is granted for a student to fulfill his or her CCI requirement by enrolling in a program that meets the above criteria, it will be the student’s responsibility (1) to satisfy whatever admission requirements may be associated with that program and/or the seminary that offers or sponsors it, and (2) to see to it that the credits are duly transferred from that seminary to SPS.
- SPS students who participate in CCI programs for which no academic credits are awarded by an ATS-accredited seminary, divinity school or school of theology shall not be considered to have satisfied the CCI requirement for their SPU degree.
SPS Syllabus Boilerplate
University Mission Statement:
...
Seattle Pacific University seeks to be is a premier Christian university fully committed to engaging the culture and changing the world by graduating people of competence and character, becoming people of wisdom, and modeling grace-filled community.
Seattle Pacific Seminary Mission Statement: Why we exist. Guided by the Holy Spirit, SPS prepares students for faithful service to Jesus Christ through transformational ministry in the church and world.
...
The School of Theology
Seattle Pacific Seminary Vision Statement: What we do. As a seminary in the Pacific Northwest, embedded at Seattle Pacific University aspires to embody God’s diverse kingdom, equipping the people of God to be transformative agents in the world through the gospel of Jesus Christ and the power of the Holy Spirit., SPS aims to embody theological education through a Wesleyan vision of academy, abbey, and apostolate, preparing students for faithful service
Seattle Pacific Seminary Student Learning Outcomes and Objectives:
...
MDiv Student Learning Outcomes
...
Academy outcomes are blue; Abbey outcomes are red; Apostolate outcomes are green
...
SLO 1: Students will develop an informed Christian faith.
i. Students will demonstrate knowledge of the basic story line of the Christian heritage.
...
(SLOs in italics; vision statements in bold)
As an academy, SPS seeks the mind of Christ through theological study and reflection.
- Students will interpret and respond to the texts and traditions of the Christian faith.
...
- Students will
...
iv. Students will use the church’s historical legacy and theological heritage to analyze and address contemporary ministry contexts.
SLO 2: Students will interpret and respond to Christian Scripture
...
i. Students will interpret the Bible as Christian Scripture, attending to the historical context, literary features and religious message of each book, and to the overarching unity of its witness to God.
...
ii. Students will meditate on the Bible as Christian Scripture, attending to its divine authority for their life and vocation.
...
iii. Students will apply the Bible as Christian Scripture, attending to its practical relevance to the people and contexts of our world today.
SLO 3. Students will engage with others of diverse ethnicities, cultures, backgrounds and beliefs.
...
i. Students will analyze the religious convictions, experiences and practices of persons from multiple cultures, faiths, historical epochs and worldviews.
...
ii. Students will examine and analyze their racial, ethnic and gender identities in light of their preeminent identity as disciples of Jesus Christ.
...
iii. Students will demonstrate competence in interacting with and ministering to persons of various ethnic and cultural backgrounds, of various psychosocial and gender identities, and of differing physical, emotional and intellectual abilities.
SLO 4. Students will develop Christian virtues and values.
...
i. Students will demonstrate competence in ethical decision-making and problem-solving.
...
ii. Students will display evident Christian character and integrity in their personal and professional lives.
iii. Students will exhibit confidence in their Christian faith and life
iv. Students will identify their own gifts, graces, talents and interests
...
v. Students will be prepared for professional service.
SLO 5. Students will practice the classical spiritual disciplines of the Christian faith.
...
i. Students will demonstrate knowledge of how Christians of different epochs and cultural backgrounds have understood and practiced the classical spiritual disciplines.
...
ii. Students will regularly practice the classical spiritual disciplines.
...
iii. Students will assist others in practicing the classical spiritual disciplines.
SLO 6a. Students will practice the professional skills suitable to their vocation.
(MDiv)
...
i. Students will speak, write, preach and teach effectively.
ii. Students will design and conduct meaningful liturgies.
iii. Students will listen sensitively to all persons and provide compassionate and effective pastoral care and counsel.
iv. Students will nurture others in the Christian faith, be exposed to various models of church leadership, church planting and church revitalization, and engage in ministry across cultural boundaries.
v. Students will raise and manage funds ethically, effectively, and in accordance with basic accounting principles.
vi. Students will plan, manage, evaluate, and improve their own work and that of their organization.
...
SLO 6b. Students will practice the professional skills suitable to their vocation.
(MA-AAM)
...
i. Students will speak, write, preach and teach effectively.
ii. Students will apply knowledge of Christian theology (scripture, history, doctrine and ethics), racial, ethnic and gender reconciliation theory, intercultural relations, and family systems to diverse ministry contexts.
iii. Students will apply knowledge of Asian American experience, culture and identity to diverse ministry contexts.
iv. Students will plan, manage, evaluate, and improve their own work and that of their organization.
...
SLO 6c. Students will practice the professional skills suitable to their vocation.
(MA-BAT)
...
i. Students will speak, write and teach effectively.
ii. Students will apply knowledge of Christian theology (Scripture, history, doctrine and ethics) to service in church, parachurch, non-profit and for-profit contexts.
iii. Students will apply knowledge of business, economics and organizational leadership to service in church, parachurch, non-profit and for-profit contexts.
iv. Students will plan, manage, evaluate, and improve their own work and that of their organization.
...
SLO 6d. Students will practice the professional skills suitable to their vocation.
(MA-CL)
...
i. Students will speak, write, preach and teach effectively.
ii. Students will nurture others in the Christian faith, be exposed to various models of church leadership, church planting and church revitalization, and engage in ministry across cultural boundaries.
iii. Students will apply knowledge of business, economics and organizational leadership to ministry in church, parachurch and Christian non-profit contexts.
iv. Students will plan, manage, evaluate, and improve their own work and that of their organization.
...
SLO 6e. Students will practice the professional skills suitable to their vocation.
(MA-RIS)
i. Students will speak, write and teach effectively.
ii. Students will apply knowledge of Christian theology (Scripture, history, doctrine and ethics), racial, ethnic and gender reconciliation theory, intercultural relations, and family systems to diverse ministry contexts.
iii. Students will plan, manage, evaluate, and improve their own work and that of their organization.
...
SLO 6f. Students will practice the professional skills suitable to their vocation.
(MA-CScr)
...
i. Students will speak, write and teach effectively.
ii. Students will be equipped for doctoral study in the theological interpretation of Christian Scripture… or …
iii. Students will be equipped for the teaching of Christian Scripture in a local congregation or Christian school.
...
SLO 6g. Students will practice the professional skills suitable to their vocation
(MA-CSt)
...
i. Students will speak, write and teach effectively.
ii. Students will be equipped for doctoral study in theology… or …
iii. Students will be equipped with a broad theological framework for doctoral study in any of the humanities or social sciences… or …
iv. Students will be equipped for the educational ministry of the church or private Christian schools and undergraduate colleges.
...
SPS students are expected to follow the SPU Academic Integrity Policy, as stated in the current Graduate Catalog. Guidelines for handling any cases of suspected infractions are stated in the same place.
...
The official SPU School of Theology style guide is:
All written work submitted for SPS courses shall use the method of citing sources, as well as other stylistic conventions, described in that Handbook. For an online summary of SBL style, as well as any suggested interpretations or SOT-approved exceptions, see:
- The SBL tab on the SPU LibGuide Citations Styles.
- Failure to cite sources, and to cite them in accordance with the official style guide, is considered a breach of the University’s Academic Integrity Policy (see above), and may be penalized accordingly.
...
...
The Christian gospel aims to provide a clear witness to the revelation of God through Jesus Christ. For this reason, the words we choose are influential and significant. Because language related to race, gender, class, and nationality has a particular power to liberate or to marginalize other human beings, our words ought to exhibit the sort of grace-filled sensitivity to human dignity that is part and parcel of the Christian gospel (James 3:1-18). In particular, the School of Theology at Seattle Pacific University believes that language about God and people should mirror these biblical truths: that God created both male and female in God’s image (Genesis 1:27); that God formed male and female into a working partnership to steward all of God’s creation (Genesis 1:28); and that God loves every one equally without respect to race, gender, class, or nationality; yet all are equally in need of God’s forgiveness and equally transformed by God’s grace into new creatures because of Jesus Christ (1 Timothy 2:3-6). The use of nondiscriminatory language substantiates these truths and fosters a community where “there is neither Jew nor Greek, slave nor free, male nor female, for all are one in Christ Jesus” (Galatians 3:28). The social practices of Seattle Pacific University’s Methodist heritage exemplify these biblical truths. Rooted deeply within Methodism is the active participation in the lifting of oppression in any form so as to extend and implement the freedom of the gospel to all whom God has created and seeks to redeem. The record of Wesleyans on behalf of those on the margins is impressive and honorable and should be furthered by the modern offspring of Wesley in word and deed. Therefore, it is the policy of the School of Theology at Seattle Pacific University to use nondiscriminatory language in our syllabi, publications, and communications. (The grammatical particulars about nondiscriminatory language are spelled out in The Everyday Writer.) Moreover, when writing and speaking about God, the School of Theology encourages the use of a wide variety of images found in Scripture and the Christian tradition, such as rock, sovereign, light, mother eagle, shepherd, creator, father, and so on. By drawing on the richness of these biblical images, we position ourselves to deepen our understanding of God’s manifold attributes more fully and to help form God’s multiform people into a more inclusive community.
...
Preparation for class, faithful and punctual attendance at class, and active participation in class are integral elements of education at SPS, and accordingly are mandatory. Students may not miss more than two sessions for a once-a-week quarter course, four sessions for a quarter course that meets three times a week, or one class session for a one-week intensive course without penalty on their final grade, unless valid, documented excuses are presented to the professor within two business days of the missed session. Appropriate penalties will be assessed by the professor, and normally explained in the course syllabus. Advance notice to the professor is considered a professional courtesy, and should be given whenever possible. Valid excuses for missing class include are restricted to illness and other personal or family emergencies. Absences and tardiness due to church-related activities (e.g., mission trips, conferences, weddings, funerals, mid-week services, committee meetings, adult education classes or prayer groups), work-related activities (e.g., special meetings, overtime hours or emergency fill-ins for other employees) or non-emergency activities with family or friends (e.g., weddings or vacations) are not excused, nor should faculty be expected to penalize themselves for unexcused student absences by assigning make-up work that they would then have to grade.
...
If you have a specific disability that qualifies you for academic accommodations, please contact Disability Support Services to make your accommodations request. Once your eligibility has been determined, DSS will send a letter to your professors indicating what accommodations have been approved.
...
- Full Closure: All classes are canceled and all offices are closed. The Library, Campus Dining Services and the Student Union Building will be operational on a limited schedule.
- Late Start: Indicates that classes begin at 9:30 a.m. and offices open at 9:30 a.m. Classes beginning at 8:00 a.m. and 8:30 a.m. are canceled. All other classes will operate as scheduled. Chapel will be held if planned.
- For Evening Classes and Events: Allowing for weather changes during the day, a decision will be made by 2:00 p.m. for evening classes and events. Call the Emergency Closure Hotline for the updated information.
- The Emergency Closure Hotline (206) 281-2800 always provides current and complete information.
...
- demonstrate critical reflection on the Christian faith and society for a deeper knowledge of God and God’s work in the world
As an abbey, SPS endeavors to be a formative community that is a workshop of the Holy Spirit.
- Students will learn spiritual practices and participate in forming communities of discipleship, guided by the Holy Spirit
As an apostolate, SPS aspires to participate in God’s reconciling mission in the world.
- Students will demonstrate attentiveness to the work of God in diverse contexts through participation in the ministry of reconciliation.
- Students will discern their vocation to God’s reconciling work by participating in communities of faith.
MA Student Learning Outcomes (SLOs in italics; vision statements in bold)
As an academy, SPS seeks the mind of Christ through theological study and reflection.
- Students will interpret and respond to the texts and traditions of the Christian faith.
- Students will demonstrate critical reflection on the Christian faith and society for a deeper knowledge of God and God’s work in the world
As an abbey, SPS endeavors to be a formative community that is a workshop of the Holy Spirit.
- Students will learn spiritual practices and participate in communities of discipleship, guided by the Holy Spirit
As an apostolate, SPS aspires to participate in God’s reconciling mission in the world.
- Students will demonstrate attentiveness to the work of God in diverse contexts through participation in the ministry of reconciliation.
Academic Integrity Policy: Students are expected to follow the Academic Integrity Policy stated in the current edition of the Graduate Catalog. The guidelines for handling any cases of suspected infractions are spelled out in the same place.
- Note: Instructors may establish any policy they like for penalizing infractions, as long as it conforms to the University Academic Integrity Policy). But some reference to your expectations and manner of penalizing infractions should be included in your syllabus.
Style Guide:
The official SPU School of Theology style guide is:
All written work submitted for SPS courses shall use the method of citing sources, as well as other stylistic conventions, described in that Handbook. For an online summary of SBL style, as well as any suggested interpretations or SOT-approved exceptions, see:
- The SBL tab on the SPU LibGuide Citations Styles.
- Failure to cite sources, and to cite them in accordance with the official style guide, is considered a breach of the University’s Academic Integrity Policy (see above), and may be penalized accordingly.
Information Ethics:
The Computer and Information Systems website includes a Computer Acceptable Use Policy, which provides guidelines for the appropriate use of instructional technology, digital media and the Internet. The SPU Library website includes information on Information Ethics, which offers guidance on “how to use various types of information appropriately for papers or projects.” [For guidance on how to cite such resources, please see the SBL Handbook of Style.] Students are expected to heed these guidelines, and faculty are expected to penalize infractions for the same reason, and with the same severity, as they would penalize other infractions of the University’s Academic Integrity Policy (see above).
School of Theology Inclusive Language Policy:
The Christian gospel aims to provide a clear witness to the revelation of God through Jesus Christ. For this reason, the words we choose are influential and significant. Because language related to race, gender, class, and nationality has a particular power to liberate or to marginalize other human beings, our words ought to exhibit the sort of grace-filled sensitivity to human dignity that is part and parcel of the Christian gospel (James 3:1-18). In particular, the School of Theology at Seattle Pacific University believes that language about God and people should mirror these biblical truths: that God created both male and female in God’s image (Genesis 1:27); that God formed male and female into a working partnership to steward all of God’s creation (Genesis 1:28); and that God loves every one equally without respect to race, gender, class, or nationality; yet all are equally in need of God’s forgiveness and equally transformed by God’s grace into new creatures because of Jesus Christ (1 Timothy 2:3-6). The use of nondiscriminatory language substantiates these truths and fosters a community where “there is neither Jew nor Greek, slave nor free, male nor female, for all are one in Christ Jesus” (Galatians 3:28). The social practices of Seattle Pacific University’s Methodist heritage exemplify these biblical truths. Rooted deeply within Methodism is the active participation in the lifting of oppression in any form so as to extend and implement the freedom of the gospel to all whom God has created and seeks to redeem. The record of Wesleyans on behalf of those on the margins is impressive and honorable and should be furthered by the modern offspring of Wesley in word and deed. Therefore, it is the policy of the School of Theology at Seattle Pacific University to use nondiscriminatory language in our syllabi, publications, and communications. (The grammatical particulars about nondiscriminatory language are spelled out in The Everyday Writer.) Moreover, when writing and speaking about God, the School of Theology encourages the use of a wide variety of images found in Scripture and the Christian tradition, such as rock, sovereign, light, mother eagle, shepherd, creator, father, and so on. By drawing on the richness of these biblical images, we position ourselves to deepen our understanding of God’s manifold attributes more fully and to help form God’s multiform people into a more inclusive community.
Attendance Policy for Graduate Classes:
Preparation for class, faithful and punctual attendance at class, and active participation in class are integral elements of education at SPS, and accordingly are mandatory. Students may not miss more than two sessions for a once-a-week quarter course, four sessions for a quarter course that meets three times a week, or one class session for a one-week intensive course without penalty on their final grade, unless valid, documented excuses are presented to the professor within two business days of the missed session. Appropriate penalties will be assessed by the professor, and normally explained in the course syllabus. Advance notice to the professor is considered a professional courtesy and should be given whenever possible. Valid excuses for missing class include are restricted to illness and other personal or family emergencies. Absences and tardiness due to church-related activities (e.g., mission trips, conferences, weddings, funerals, mid-week services, committee meetings, adult education classes or prayer groups), work-related activities (e.g., special meetings, overtime hours or emergency fill-ins for other employees) or non-emergency activities with family or friends (e.g., weddings or vacations) are not excused, nor should faculty be expected to penalize themselves for unexcused student absences by assigning make-up work that they would then have to grade.
Policy for Students with Disabilities:
Students with Disabilities: If you have a specific disability that qualifies you for academic accommodations, please contact Disability Support Services in the Center for Learning, Lower Moyer Hall, to make your accommodations request. Once your eligibility has been determined, DSS will send a Disability Verification Letter to your professors indicating what accommodations have been approved. Here is the Center’s contact information:
- Phone: (206) 281-2272 TTY: (206) 281-2224 Fax: (206) 286-7348
- Email: dss@spu.edu; website: http://www.spu.edu/depts/cfl/dss/index.asp
Inclement Weather School Closure Policy:
- Full Closure: All classes are canceled and all offices are closed. The Library, Campus Dining Services and the Student Union Building will be operational on a limited schedule.
- Late Start: Indicates that classes begin at 9:30 a.m. and offices open at 9:30 a.m. Classes beginning at 8:00 a.m. and 8:30 a.m. are canceled. All other classes will operate as scheduled. Chapel will be held if planned.
- For Evening Classes and Events: Allowing for weather changes during the day, a decision will be made by 2:00 p.m. for evening classes and events. Call the Emergency Closure Hotline for the updated information.
- The Emergency Closure Hotline (206) 281-2800 always provides current and complete information.
Reports of Threats, Crimes and Sexual Misconduct:
Seattle Pacific University is committed to providing a safe learning and working environment on campus. As part of this, university employees are generally required to report information they receive about threats, crimes, and sexual misconduct involving students to the Office of Safety and Security or the university’s Title IX Coordinator. Information that must be reported includes both verbal and written statements (e.g., spoken in class or submitted in a written assignment), whether by a victim or by a third-party. Types of incidents that must be reported include physical assault (including domestic or dating violence), sex offenses (e.g., rape, sexual assault, sexual harassment), stalking, robbery, burglary, motor vehicle theft, arson, hate crimes, and arrests for weapon, drug, or liquor law violations. If you are a victim of any of the offenses listed above, you are strongly encouraged to report the matter promptly to a professor, the Office of Safety and Security, or the university’s Title IX Coordinator so that the university can offer you support and notify you of available resources. If you are a victim and would like to speak with someone confidentially, you can arrange to speak with a counselor at the Student Counseling Center or you can make an appointment outside of class with a pastoral counselor.
SPS Policies on Student Behavioral Competencies
As a community of people (students, staff, and faculty) who are committed to faithful service of Jesus Christ, all members of this community enter into an agreement concerning their behavior in the classroom and in relation to one another. These competencies are drawn from professional ethics in ministerial vocations. All students are expected to adhere to university policies, including the “Behavioral Expectations” outlined in the SPU Graduate Student Handbook. Violation of university policies may be considered evidence of unsatisfactory behaviors in one or more Student Behavioral Competencies. Consistent failure to demonstrate these competencies may result in a behavioral review with either the Seminary Dean, Associate Dean, or Director. Definitions of each of the six behavioral competency areas and examples of unsatisfactory performance likely to result in behavioral review include, but are not limited to, the following:
Area 1 - Conscientiousness & Commitment to academic and ministerial responsibilities
· Expected behaviors: Reliable attendance and timeliness; advance preparation for assignments and absences; effective management of appointments and schedule; follow-through on tasks; and adherence to appropriate self-presentation and conduct in class/work settings.
· Unsatisfactory behaviors: Frequently late or misses class without notification; poorly organized presentations or papers or research products; insufficient preparation for contextual education site responsibilities or classes; persistent unprofessional behaviors after receiving feedback from a faculty member or contextual education supervisor; refusal to meet with faculty, staff, or contextual education supervisor.
Area 2 - Interpersonal Skills
· Expected behaviors: Displays warmth, respect, positive affect, and empathy when interacting with peers, professors, and supervisors; contributes effectively to groups; supports the growth of others by providing feedback and encouragement; exercises good listening skills with both faculty and fellow students.
· Unsatisfactory behaviors: Interacts in an aloof, negative, or harsh manner; displays difficulty when collaborating on group projects or when discussing difficult topics; feedback to instructors/other students violates professional boundaries; frequently takes over class conversations or interrupts others.
Area 3 - Self-Care
· Expected behaviors: Maintains personal and professional wellness, energy and focus by practicing healthy habits, setting boundaries, managing health issues, and seeking professional help when needed.
· Unsatisfactory behaviors: Over-scheduling leads to mistakes, missed appointments, or decreased quality of work; repeatedly cannot stay awake in class; loses focus due to continuous multitasking; displays of stress and tension impede relationship building; does not seek medical or therapeutic support necessary to meet academic and professional expectations; does not exercise healthy personal/professional boundaries.
Area 4 - Self-Awareness & Flexibility
· Expected behaviors: Demonstrates the ability to identify strengths, biases, and areas of growth; responsive to feedback and uses the information to grow as a person and as a professional; open to new perspectives; demonstrates the ability to adapt to changing circumstances and unexpected events.
· Unsatisfactory behaviors: Difficulty identifying and acknowledging personal or professional strengths; defensive when given constructive criticism; unresponsive to peer or supervisor feedback; displays rigidity when discussing alternative ways of seeing, knowing, or behaving; demonstrates defensiveness for a subject that can become domineering, shutting down other opinions, and becoming argumentative rather than engaging in civil discourse.
Area 5 – Self-management and Emotional regulation
· Expected behaviors: Acts professionally when experiencing strong emotions; uses active listening skills and mutual problem solving to manage conflict situations; expresses feelings and uses humor that is appropriate to the setting.
· Unsatisfactory behaviors: Displays poor impulse control in interactions (such as verbal outbursts, sarcasm, swearing, physical aggression, or inappropriate humor); blames others rather than seeking to take responsibility in a conflict; actively avoids discussion of conflict; draws others into interpersonal conflicts inappropriately.
Area 6 – Ethical Behaviors
· Expected behaviors: Demonstrates honesty, fairness, integrity, and responsibility in interactions with peers, faculty, and supervisors; participates in structures of accountability to assist with ministerial development; avoids unprofessional conduct as a student and minister.
· Unsatisfactory behaviors: Acts in a dishonest or irresponsible manner; violates confidentiality; plagiarizes written work; displays poor boundaries with colleagues, faculty, or staff members; violates university or contextual education site policies.
We believe that professional behaviors, like skills and knowledge, can be strengthened when students are given regular feedback and support. Our goal is to have every student who is recommended for graduation demonstrate these behaviors on a consistent basis.
SPU Emergency Response Information:
...